Embedded Files
Curriculum Expectations
Curriculum Expectations
1) Grade 9 Curriculum Expectation Checklist (GoogleDocs)
1) Grade 9 Curriculum Expectation Checklist (GoogleDocs)
Here is the full wording for Grade 9 MTH1W expectations, along with columns for Midterm and End of Term completion. There is also space available for notes and assessments beside each specific expectation.
The checklist includes the overall and specific expectations for the seven strands:
For the full wording, visit the Ministry Curriculum Platform.
For a text-only version of the expectations, Cal Armstrong created this Excel spreadsheet of Grade 9 MTH1W Expectations
For a version that is student-friendly (for lesson goal or success criteria purposes), Rob Garden (HPEDSB) compiled a crowd-sourced version where teachers can suggest student-friendly wording to the curriculum expectations.
My colleague (Rosanna) and I summarized the curriculum expectations into a single-page document. For the full wording, visit the Ministry Curriculum Platform.
Each student will get a copy of this checklist, and throughout the term, the student can quickly note opportunities where they can showcase their thinking and evidence of SEL for Strands AA-A. Thank you Darren Luoma (SCDSB) for creating this helpful chart!
Each student will get a copy of this checklist, and throughout the term, the student can quickly note opportunities where they can showcase or prove their learning for Strands B-F. Thank you Darren Luoma (SCDSB) for creating this helpful chart!
Curriculum Changes
Curriculum Changes
Ministry has a comparison document that shows the major changes from the 2005 to 2021 curriculum
This image is useful for teachers who have taught this grade before. Thank you to Marilu Deal who helped to revise this image. We used the Ministry Key Changes document, and with some interpretations, we highlighted the comparisons for the Grade 9 Destreamed course.
This image is useful for teachers who have taught this grade before. Thank you to Marilu Deal who helped to revise this image. We used the Ministry Key Changes document, and with some interpretations, we highlighted the comparisons for the Grade 9 Destreamed course.
Topics that have not been removed from the MPM1D / MFM1P curriculum are carried over or modified in the MTH1W curriculum.
Topics that have not been removed from the MPM1D / MFM1P curriculum are carried over or modified in the MTH1W curriculum.
3) Grade 7-9 Alignment Chart (Ministry)
3) Grade 7-9 Alignment Chart (Ministry)
Ministry has an alignment chart that shows the progression of curriculum topics from Grade 7-8-9
Grade 9 Content Resources
Grade 9 Content Resources
There are three course plans available that were created by the OAME/AFEMO project team for Grade 9 Mathematics, 2021:
Option 1: Application of Concepts (10 questions)
Option 2: Questions and Topics (5 units)
Option 3: Clusters (4 clusters)
Adam Gesjorskyj's phenomenal website hosts a variety of Math content from Grade 7-12. The destreamed Grade 9 page is filled with a Scope & Sequence (following the "By Topic" and "By Question" theme from previous Ministry Long-Range Plans); non-curricular tasks; math tools; and lesson activities
The Rainbow District writing team created a six-cycle spiral for the Grade 9 destreamed course. Each spiral builds upon knowledge from the previous cycle, but also includes lots of opportunity for teacher flexibility.
Here's the bit.ly for their resource:
An Ottawa Catholic School Board writing team (Cristina Bartlett, Marilu Deal, Heather Lindale, Kara Merriam, Wendy Shaughnessy, Karen Spindler and Isable Tarnawski) are in the process of completing 9 cycles of Concept Questions for a Spiraled version of the MTH1W course.
Here's the bit.ly for their resource: https://bit.ly/ocsbMath
The Ottawa-Carleton Writing Team shared the Math Tasks that cover the destreamed Grade 9 curriculum.
Secondary teachers in Hastings and Prince Edward DSB worked on this plan for a 2021 Summer Writing Project.
Find their resources here:
The long-range plan for the course is divided into two spirals with 10 outcomes. Students practice and develop understanding with fundamental concepts in the "first pass", and then the material is spiraled with connections and extensions in the "second pass."
WRDSB Grade 9 Course Materials
WRDSB Grade 9 Course Materials
The resource team from Waterloo Region is collecting samples to assist with Grade 9 planning . There is also an excellent overview about "Determining a Mark" that can help teachers during Progress, Midterm, and Final reporting.
The Math Team at GECDSB (Greater Essex) is creating a dynamic Google Document of resources organized by strand and expectation.
Michael Jacobs (DCDSB - Durham Catholic) compiled a 157-page PDF of Thinking Tasks to use as non-curricular activities to build student problem solving and thinking skills.
The document has four categories of tasks:
Daily Puzzles
Shorter Tasks
Longer Tasks
Strategy Games.
Introductory Thinking Tasks.pdfGrade 9 Pedagogy Resources
Grade 9 Pedagogy Resources
The following is taken from the Ministry's Introduction to Effective Teaching Practices for the De-streamed Grade 9 Math Classroom
Effective Teaching Strategies for De-Streamed Classrooms:
Effective Teaching Strategies for De-Streamed Classrooms:
Building a class community that creates relational trust which begins with having high academic expectations for and of all students and believing that all students can learn and do mathematics.
Getting to know each student, including their strengths, interests, and what they identify they need to help them succeed.
Incorporating activities that explore the beauty of mathematics and showcase how math might fit into students lives.
Creating a course plan that considers how concepts relate across strands. This could be co-constructed with students.
Providing multiple ways of learning, including direct instruction and applying the math content (i.e., Low Floor-High Ceiling Tasks) allows students to work at their own pace and take their learning to different levels and depths.
Leveraging flexible student groupings (i.e. working independently, in pairs or small groups) for specific instruction to support student engagement and reduce math anxiety.
Using a variety of tools to deepen mathematical understanding (i.e. technology, manipulatives, etc.) which can enhance student communication and application of math.
Effective Assessment Strategies for De-Streamed Classrooms:
Effective Assessment Strategies for De-Streamed Classrooms:
Using informal pre-instructional assessment activities such as surveys, student reflections and/or observations.
Making learning goals and co-constructed success criteria clearly visible.
Intentionally building informal assessment opportunities at the beginning and throughout instruction to inform teaching.
Utilizing a variety of assessment approaches, such as conferencing, observations, and student reflections
Provide ongoing, descriptive feedback on learning and suggest next steps to extend and enrich learning.
Meaningful Notes
Meaningful Notes
From Jake Coleiro
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